Textbook Notes (369,074)
Canada (162,369)
Sociology (1,513)
SOC102H1 (285)
Chapter

RS 13.doc

2 Pages
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Department
Sociology
Course Code
SOC102H1
Professor
Lorne Tepperman

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RS 13: by Brenda L. Beagan - When students enter med school they are lay back having some science background but after 4 years they become physicians - They have acquired gotten specialized knowledge and a new identity of med professional so what happened in those 4 years? What process of socialization goes into making s doctor? - This study draws upon interviews from students and faculty at Canadian med school to examine the process of professional identity formation and how diverse undergraduate med school students are rd - The research will be interviews with 3 year class with 25 students and 23 faculty members rd - 3 year was chosen because it was a key point in the student’s life being a important transition by moving out of classroom and working with patients –patients treat them as doctors and then they reflect back to themselves as doctors - Interviews took 60 to 90 minutes semi- structured (2 way conversation) and were tape recorded and recorded out - When identifying how they felt like becoming med students participants described a process where they feel artificial and unnatural then natural by repetition and for many students the first time were transformative moments - Students are socialized to have a professional appreance because it shows respect to patients and some students were not reminded as they knew this internally. It helps patients see students as serious and 41 % said they do not care for their appearance at hospital while 59% said they do - Acquiring new and huge vocabulary and new meanings which students called medical-ese- is one of the most central task and major bases for examining them - The language of medicine is the is constructing a new social reality allowing for communication it also allows zones of meanings that are linguistically circumscribed – this students thought was a way to let go of irrelevant information of patients life and focus on what is medically relevant - Learning hierarchy- students are usually at the bottom - However may students and faculty members did not like this positioning of hierarchy saying that it discourages students from questioning those above them - For a student being a good student means not challenging clinicians - Many students saw things and said as long as there is no direct patient harm they will keep quiet and made those things as things they would not do when they are a doctor and so the students formed a alliance with other members of the profession rather than lay people pr
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